1887
image of Macrostructure in narratives produced by Lebanese Arabic-French bilingual children
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Studies of macrostructure in bilingual children investigated potential age and language effects, without systematically taking into account bilingualism factors such as language dominance, exposure to narratives, and general language abilities. These issues were addressed in a study of macrostructure production by 69 bilingual Lebanese Arabic-French children aged 4–9. The children were administered the Multilingual Assessment Instrument for Narratives in the tell mode and a standardized conceptual vocabulary test. Parental questionnaires were also used to gather information on language exposure and use. Age effects and limited effects of language were found for all measures of macrostructure production (story structure, structural complexity and use of internal state terms). Significant correlations arose between these measures, vocabulary scores, and age, and between structural complexity scores and language dominance. Regression analyses revealed the predictive role of vocabulary in the development of macrostructure. These results are compatible with the idea that macrostructure is not language dependent. They also suggest that minimal language skills are needed for expressing macrostructure. The limited impact of bilingualism factors could stem from the fact that French and Lebanese Arabic are majority languages in Lebanon, meaning that the children had received continuous exposure to both languages, including within the school system.

Loading

Article metrics loading...

/content/journals/10.1075/lab.20035.fia
2021-09-07
2021-12-04
Loading full text...

Full text loading...

References

  1. Berman, R. A., & Slobin, D. I.
    (Eds.) (1994) Relating events in narrative: A crosslinguistic developmental study. Erlbaum.
    [Google Scholar]
  2. Bitetti, D., & Hammer, C. S.
    (2016) The home literacy environment and the English narrative development of Spanish-English bilingual children. Journal of Speech, Language, and Hearing Research, 59(5), 1159–1171. doi:  10.1044/2016_JSLHR‑L‑15‑0064
    https://doi.org/10.1044/2016_JSLHR-L-15-0064 [Google Scholar]
  3. Bohnacker, U.
    (2016) Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders. Applied Psycholinguistics, 37(1), 19–48. doi:  10.1017/S0142716415000405
    https://doi.org/10.1017/S0142716415000405 [Google Scholar]
  4. Chen, L., & Yan, R.
    (2011) Development and use of English evaluative expressions of Chinese-English bilinguals. Bilingualism: Language and Cognition, 14(4), 570–578. doi:  10.1017/S1366728910000362
    https://doi.org/10.1017/S1366728910000362 [Google Scholar]
  5. Dickinson, D. K., & Smith, M. W.
    (1994) Long term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29(2), 105–120. doi:  10.2307/747807
    https://doi.org/10.2307/747807 [Google Scholar]
  6. Fiani, R., Henry, G., & Prévost, P.
    (2020) Narrative comprehension in Lebanese Arabic-French bilingual children. InU. Bohnacker & N. Gagarina (Eds.), Developing narrative comprehension: Multilingual Assessment Instrument for Narratives (pp.31–60). John Benjamins. 10.1075/sibil.61.02fia
    https://doi.org/10.1075/sibil.61.02fia [Google Scholar]
  7. Fiestas, C. E., & Peña, E. D.
    (2004) Narrative discourse in bilingual children: Language and task effects. Language, Speech, and Hearing Services in Schools, 35(2), 155–168. doi:  10.1044/0161‑1461(2004/016)
    https://doi.org/10.1044/0161-1461(2004/016) [Google Scholar]
  8. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J.
    (2012) MAIN: Multilingual Asssessment Instrument for Narratives. ZAS Papers in Linguistics, 56, 1–156.
    [Google Scholar]
  9. (2015) Assessment of narrative abilities in bilingual children. InS. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp.243–269). Multilingual Matters. 10.21832/9781783093137‑011
    https://doi.org/10.21832/9781783093137-011 [Google Scholar]
  10. Gagarina, N.
    (2016) Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung. Applied Psycholinguistics, 37(1), 91–122. doi:  10.1017/S0142716415000430
    https://doi.org/10.1017/S0142716415000430 [Google Scholar]
  11. Gagarina, N., Bohnacker, U., & Lindgren, J.
    (2019) Macrostructural organization of adults’ oral narrative texts. ZAS Papers in Linguistics, 62, 190–208. 10.21248/zaspil.62.2019.449
    https://doi.org/10.21248/zaspil.62.2019.449 [Google Scholar]
  12. Hafez, S.-A.
    (2006) Statuts, emplois, fonctions, rôles et représentations du français au Liban. Paris: L’Harmattan.
    [Google Scholar]
  13. Hoyek, S.
    (2004) Le français dans l’enseignement scolaire et universitaire au Liban. Cahiers de l’Association Internationale des Études Françaises, 56, 49–56. 10.3406/caief.2004.1525
    https://doi.org/10.3406/caief.2004.1525 [Google Scholar]
  14. Kunnari, S., Välimaa, T., & Laukkanen-Nevala, P.
    (2016) Macrostructure in the narratives of monolingual Finnish and bilingual Finnish-Swedish children. Applied Psycholinguistics, 37(1), 123–144. doi:  10.1017/S0142716415000442
    https://doi.org/10.1017/S0142716415000442 [Google Scholar]
  15. Leclerc, J.
    (2015) Liban dans l’aménagement linguistique dans le monde. Québec, CEFAN, Université Laval. www.axl.cefan.ulaval.ca/asie/liban.htm
    [Google Scholar]
  16. Leseman, P. P. M., Scheele, A. F., Mayo, A. Y., & Messer, M. H.
    (2007) Home literacy as a special language environment to prepare children for school. Zeitschrift für Erziehungswissenschaft, 10(3), 334–355. doi:  10.1007/s11618‑007‑0040‑9
    https://doi.org/10.1007/s11618-007-0040-9 [Google Scholar]
  17. Lever, R., & Sénéchal, M.
    (2011) Discussing stories: How a dialogic reading intervention improves kindergarteners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1–24. doi:  10.1016/j.jecp.2010.07.002
    https://doi.org/10.1016/j.jecp.2010.07.002 [Google Scholar]
  18. Lindgren, J.
    (2018) Developing narrative competence. Swedish, Swedish-German and Swedish-Turkish children aged 4–6. Studia Linguistica Upsaliensia19. Uppsala: Acta Universitatis Upsaliensis.
    [Google Scholar]
  19. (2019) Comprehension and production of narrative macrostructure in Swedish: A longitudinal study from age 4 to 7. First Language, 39(4), 412–432. doi:  10.1177/0142723719844089
    https://doi.org/10.1177/0142723719844089 [Google Scholar]
  20. MacWhinney, B.
    (2000) The CHILDES Project: Tools for analyzing talk (Third Edition). Hillsdale, NJ: Lawrence Erlbaum.
    [Google Scholar]
  21. Öztekin, B.
    (2019) Typical and atypical language development in Turkish-Swedish bilingual children aged 4–7. Studia Linguistica Upsaliensia25. Acta Universitatis Upsaliensis.
    [Google Scholar]
  22. Pearson, B. Z.
    (2002) Narrative competence among monolingual and bilingual school children in Miami. InD. K. Oller & R. E. Eilers (Eds.), Language and literacy in bilingual children (pp.135–174). Multilingual Matters. 10.21832/9781853595721‑008
    https://doi.org/10.21832/9781853595721-008 [Google Scholar]
  23. Roch, M., Florit, E., & Levorato, C.
    (2016) Narrative competence of Italian-English bilingual children between 5 and 7 years. Applied Psycholinguistics, 37(1), 49–67. doi:  10.1017/S0142716415000417
    https://doi.org/10.1017/S0142716415000417 [Google Scholar]
  24. Stein, N. L., & Glenn, C. G.
    (1979) An analysis of story comprehension in elementary school children. InR. Freedle (Ed.), Discourse processing: Multidisciplinary perspectives (pp.53–120). Ablex.
    [Google Scholar]
  25. Treffers-Daller, J.
    (2019) What defines language dominance in bilinguals?Annual Review of Linguistics, 5, 375–393. doi:  10.1146/annurev‑linguistics‑011817‑045554
    https://doi.org/10.1146/annurev-linguistics-011817-045554 [Google Scholar]
  26. Tuller, L.
    (2015) Clinical use of parental questionnaires in multilingual contexts. InS. Armon-Lotem, J. Jong, & N. Meir (Eds.), Methods for assessing multilingual children: disentangling bilingualism from language impairment (pp.301–330). Multilingual Matters. 10.21832/9781783093137‑013
    https://doi.org/10.21832/9781783093137-013 [Google Scholar]
  27. Uccelli, P., & Páez, M. M.
    (2007) Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associations among English and Spanish skills. Language Speech and Hearing Services in Schools, 38(3), 225–236. doi:  10.1044/0161‑1461(2007/024)
    https://doi.org/10.1044/0161-1461(2007/024) [Google Scholar]
  28. Ukrainetz, T. A., Justice, L. M., Kaderavek, J. N., Eisenberg, S. L., Gillam, R. B., & Harm, H. M.
    (2005) The development of expressive elaboration in fictional narratives. Journal of Speech, Language, and Hearing Sciences, 48(6), 1363–1377. doi:  10.1044/1092‑4388(2005/095)
    https://doi.org/10.1044/1092-4388(2005/095) [Google Scholar]
  29. Westby, C. E.
    (2012) Assessing and remediating text comprehension problems. InAlan G. Kamhi & Hugh W. Catts (Eds.), Language and reading disabilities (pp.163–225). Pearson/Allyn & Bacon.
    [Google Scholar]
  30. Zebib, R., Henry, G., Khomsi, A., Messarra, C., & Hreich, E.
    (2017) Batterie d’Évaluation du Langage Oral chez l’enfant libanais (ELO-L). Liban Tests Editions.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/lab.20035.fia
Loading
/content/journals/10.1075/lab.20035.fia
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: vocabulary ; narrative macrostructure ; Lebanese Arabic ; French ; bilingualism factors
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error